St.+Pius+X+School


 * Renewing Our Future with Renewable Energy**

PROJECT DETAILS
//Title: Going Green: Renewing Our Future With Renewable Energy// //Collaborators: Laura Hennes// //School and District: St. Pius X School, White Bear Lake, MN// //Content Providers: Minnesota Pollution Control, Renewable Energy SD// //Grade level: 5-6// //Subject Areas: Science, Language Arts// //Recommended Time Frame: 4-5 months//

MN State Standards Alignment
Language Arts >>> b. Provide logically ordered reasons that are supported by facts and details. >>> c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). >>> d. Provide a concluding statement or section related to the opinion presented. >>> a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. >>> b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. >>> c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). >>> d. Use precise language and domain-specific vocabulary to inform about or explain the topic. >>> e. Provide a concluding statement or section related to the information or explanation presented. >>> b. Follow agreed-upon rules for discussions and carry out assigned roles. >>> c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. >>> d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. >>> e. Cooperate and problem solve to make decisions as appropriate for productive group discussion. >>> a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). >>> b. Locate and use information in print, non-print, and digital resources using a variety of strategies. >>> c. Evaluate the accuracy and credibility of information found in digital sources. >>> d. Recognize ethical standards and safe practices in social and personal media communications. >>> a. Evaluate the Fair Use of each visual element or piece of music used in a media work and create a list documenting the source for each found image or piece of music. >>> Publish the work and share it with an audience. >>> b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. >>> c. Use verb tense to convey various times, sequences, states, and conditions. >>> d. Recognize and correct inappropriate shifts in verb tense.* >>> e. Use correlative conjunctions (e.g., either/or, neither/nor). Science
 * 1) I. Reading and Literature
 * A. Key Ideas and ﻿Details
 * Quote accurately fro﻿m a text when explaining what the text says explicitly and when drawing inferences from the text.
 * B. Integration of Knowledge and Ideas
 * Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
 * Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
 * By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
 * 1) II. Writing
 * A. Text Types and Purposes
 * Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
 * Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * Writing Process: Production and Distribution of Writing
 * Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 * With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.
 * With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Research to Build and Present Knowledge
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Range of Writing
 * Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
 * 1) III. Speaking, Viewing, Listening and Media Literacy
 * //Comprehension and Collaboration//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. <span style="font-family: Arial,Helvetica,sans-serif;">Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker’s opinions and verifiable facts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Presentation of Knowledge and Ideas
 * <span style="font-family: Arial,Helvetica,sans-serif;">Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; avoid plagiarism by identifying sources; speak clearly at an understandable pace.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 41-42 for specific expectations.)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Media Literacy
 * <span style="font-family: Arial,Helvetica,sans-serif;">Distinguish among, understand, and use different types of print, digital, and multimodal media.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create an individual or shared multimedia work or digital text for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.)
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">IV. Language
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conventions of Standard English
 * <span style="font-family: Arial,Helvetica,sans-serif;">Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Use knowledge of language and its conventions when writing, speaking, reading, or listening
 * <span style="font-family: Arial,Helvetica,sans-serif;">Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">The Nature of Science and Engineering
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Practice of Science
 * <span style="font-family: Arial,Helvetica,sans-serif;">Science is a way of knowing about the natural world, is done by individuals and groups, and is characterized by empirical criteria, logical argument and skeptical review.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Scientific inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tools and mathematics help scientists and engineers see more, measure more accurately, and do things that they could not otherwise accomplish.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Physical Science
 * <span style="font-family: Arial,Helvetica,sans-serif;">Motion
 * <span style="font-family: Arial,Helvetica,sans-serif;">An object's motion is affected by forces and can be described by the object's speed and the direction it is moving.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Earth and Space Science
 * <span style="font-family: Arial,Helvetica,sans-serif;">Human Interactions with Earth Systems
 * <span style="font-family: Arial,Helvetica,sans-serif;">In order to maintain and improve their existence, humans interact with and influence Earth systems.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Human Interactions with Living Systems
 * <span style="font-family: Arial,Helvetica,sans-serif;">Humans change environments in ways that can be either beneficial or harmful to themselves and other organisms.

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?// Our environment needs help! Everything we do has an impact on the planet. Students will discover the many interpretations of the commonly used phrase "Going Green". They will investigate their neighborhood and discover ways their homes, school, and community can become more earth freindly, what impacts non-green decisions have and the relationship between cost and benefit of making these changes.

CRAFT THE DRIVING QUESTION
//The truth is that every single thing we do each day has an impact on the planet -- good or bad. The good news is that as an individual you have the power to control most of your choices and, therefore, the impact you create.// //How do the choices we make every day relate to our impact on the earth as global citizens?// Relevant Subquestions: What is energy? How can I conserve energy? What makes a responsible consumer? Why are some products and appliances labeled "green" or environmentally friendly? How can I encourage others to "Go Green"?

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?// Students will participate in a Pre-assessment to evaluate their understanding of the variety of areas emcompassed under "Going Green". They will be given a timed write to address the question, "How many ways can you "Go Green". Advertisement: students will create advertisement (media & paper) to advertise our culminating event. Business letter: Students will write letters to a variety of businesses. These letters will be asking for information or inquiring about methods of conservation, energy supply, etc. Scientific Inquirey: Students will maintain a Science notebook. This notebook will document the methods, procedures. observations, hypothesis, etc. students develope through a variety of lab experiences. Collaboration: Students will work in small groups to develope a "Booth" for the end of unit event. These groups will select an area of "Going Green" and create a method to educate the guests of the event. Presentation: Students will present information to a guests of the end of unit event. They will create a presentation method that delivers infromation in a manner appealling to an authentic audience. Students will host and present at and event open to parents, local businesses, and parish and community members. This event will be a "Fair" of information pertaining to "Going Green". Students will be required to have a visual display that will address the driving question. This display will be realistic, address a conceptual issue, stimulate thought and discussion, integrate concepts, give multiple resolutions to the posed problem, and shows research and resources.
 * Early in the Project:**
 * During the Project:**
 * End of Project:**

MAP THE PROJECT
//How will the project be organized?//
 * Science Notebook:**
 * **Already have learned**:Table of Contents, Organization, Use of tables and graphs, predicting, analyzing, and summarizing
 * **Taught Before the Poject:** Journaling ideas, thoughts and possible further investigation questions taught at the start of the unit.
 * Editorial/Advertisement:**
 * **Already have learned:** Writing process, Fact & Opinion
 * **Taught Before the Poject:** Persuasive Language
 * **Taught During the Project:** Purpose of an advertisement and editorial, Use a Flip Camera
 * End of Unit Presentation:**
 * **Already have learned:**
 * **Taught Before the Poject:**
 * **Taught During the Project**: Elements of Public Speaking, Qualities of a Good Visual Display, Identify the Purpose of a Presentation

MANAGE THE PROCESS
//How will you manage and facilitate this project?// //Students will have to have an understanding of the broad areas covered by "Going Green". To do this, some whole group instruction of the many facits will be necessary. Small groups will then work at a variety of stations at a pace comfortable to them. Each group will be responsible to report to the class understanding from their activities. Independent work and investigate time will be permitted one to two times a week for students to research and draw deeper meaning in area of particular interests.// //The final groups will be assembled based on areas of interest. Students will work with individuals with similar content and presentation interests. Weekly/ to Biweekly check-ins will be required as presentations are developing.// //The class will meet after the "Fair" in a Fishbowl manner. They will also complet a rubric for individual work, group work, and final project. In addition guests will be given the opportunity to evaluate the event.//

=PROJECT RESOURCES=

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Media Files
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Web Resources


Buck Institute for Education [|http;//www.bie.org]